Instructional Leaders' Evidence Use and Assessment Within a Latino and Emergent Bilingual–Serving School

• In Event: Roundtable Session 21
  In Roundtable Session: Equity Issues in Education Policy

Abstract

Accountability systems and instructional reform rely on various forms of data. Yet, it is unclear how data is being used in practice, particularly within rapidly changing demographic contexts. This case study explores how assessment tools and forms of evidence used during data-focused inquiry creates opportunities for educators to learn and respond to their Latino and emergent bilingual student population. Despite reservations of leadership, assessment data was primarily used for targeting students for interventions. Findings suggest accountability context, available assessment tools, and emphasis on testing decreased opportunities for educators to make connections to the instructional core. Situated data-focused inquiry must consider how particular forms of data and assessment shape collective practitioner problem-framing, discourse, and opportunities for capacity building.

Author

• Kathryn Elizabeth Torres, University of Washington